Module 4 "Challenging Behaviors" 

Students that are evaluated as Tier 3 behavioral have been evaluated and have data-driven parameters that include behavioral analysis. Each student is unique and deserves a chance to succeed. 


How can we expect parents to understand how to help their child behave in school unless they and educators understand where the behavior comes from so that we can help their child? When evaluating your child I first implement a collection of questions that I need to answer throughout a time period in order to collect data on your child. Some of these questions are: When did the behavior start? Is it happening in all classes? Does the behavior occur at home, by bus, or community? Did the student show signs of this behavior in his/her previous school years? How often does it occur? 

Comprehending the behavior and how it occurs helps me and the team of professionals formulates a plan that is engineered just for your child. Each student is different and each behavior demonstrated is unique for them. 

As a parent myself I would want the team to understand and help my child. By collecting the data we better understand the how and why of the behavior. 

Challenging behavior can be defined as “any repeated pattern of behavior, or perception of behavior, that interferes with or is at risk of interfering with optimal learning or engagement in pro-social interactions with peers and adults” (Smith & Fox, 2003, p. 6). Children who display challenging behavior that are not responsive to typical supports are at risk of ongoing, persistent problematic behavior of increasing intensity as well as later academic difficulties (Fox, Dunlap, & Cushing, 2002; Powell, Dunlap, & Fox, 2006). (Chai, Zhen; Lieberman-Betz, Rebe, 2016)

When creating a Behavioral Intervention Plan (BIP) the team should always include the parents. Parents or guardians can have a wealth of information about their children. Parents or guardians are a connection for that student one which educators can utilize. After the collection of data, we will use evidence-based systemic approaches which will promote positive behaviors, these are called Positive Behavior Supports. They focus on preventing negative behavior while teaching functional skills. These skills are to promote a successful student. 

Classroom teachers play a particularly important role in helping families carry over successful classroom strategies to the home environment. (Chai, Zhen; Lieberman-Betz, Rebe, 2016)






Reference:

Chai, Zhen; Lieberman-Betz, Rebe. (2016). Teaching Exceptional Children; Reston. Strategies for Helping Parents of Young Children Address Challenging Behaviors in the Home, 48(4), 186–189. https://doi.org/10.1177/0040059915621754

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